Teachers profession and teachers stress
| Authors | |
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| Year of publication | 2007 |
| Type | R&D Presentation |
| MU Faculty or unit | |
| Citation | |
| Description | Teaching is profession with long tradition and it developed from regular work to profession and whether these are mere special skills or a particular occupation (profession), that is the issue being discussed till now. A certain compromise is the characterization of teaching as a semi-profession, even when countries with a long cultural tradition understood the teaching as a profession especially defined and demanding preparation work. One of possibly definition of teaching profession including its overall teacher training is the view from the aspect of profession demands. Here, we encounter with the phenomenon of teachers stress, which represents specific complex of stresses and stress reactions, which characterize teaching in an interesting way and enable certain understanding of the principle of this profession. We distinguish, in teachers stress, component: 1.physical 2.sensor 3.cognitive 4.emotional 5.social Our more than ten-year researches show, that by researching teachers stress it is important to observe gender criterion, which revealed to be more important than work experience length or teaching qualification. Unexpectedly high was physical load of teaching profession, which reaches to middle rates being comparable with a driver, shop assistant or building inspector profession. However physical load does not disable teachers work performance, his failure decreases quality of pedagogical activity. Other significant stresses are shown by teaching profession in the area of emotion, especially in women. If social stress occurs together with emotional stress, it comes to significant reciprocal strengthening. In teachers men we find raising rates of sensor and cognitive stress. We assume that teachers profession is well comprehensible and defined by stress studying and working with stress may be one of the basic arrangements when keeping quality pedagogical performance. |
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